Document Type
Article
Publication Date
Fall 2024
Abstract
Schools across the country are working with students who face numerous challenges in their daily lives, often leading to disengagement and a lack of readiness to learn. This study seeks to evaluate the effectiveness of integrating social-emotional learning (SEL) into the school day and its impact on students’ academic and social-emotional development. A literature review of existing literature on SEL’s influence on student well-being provided the foundation for this research. Based on this review a self-assessment was given to fourth grade students in a public school in Iowa. Analysis of the results, following the implementation of SEL, revealed that increased exposure to SEL leads to improved student self-perception. These findings suggest that incorporating SEL in the classroom fosters greater student engagement, academic achievement, and self-confidence. It is recommended that schools provide educators with the necessary training and support to effectively implement SEL programs. Further research is needed to examine the long-term effects of specific SEL curricula on students’ development.
